全文获取类型
收费全文 | 63篇 |
免费 | 3篇 |
专业分类
教育 | 59篇 |
信息传播 | 7篇 |
出版年
2018年 | 1篇 |
2017年 | 3篇 |
2016年 | 3篇 |
2015年 | 1篇 |
2014年 | 1篇 |
2013年 | 7篇 |
2012年 | 2篇 |
2011年 | 2篇 |
2010年 | 3篇 |
2009年 | 2篇 |
2008年 | 1篇 |
2007年 | 2篇 |
2004年 | 5篇 |
2003年 | 2篇 |
2002年 | 1篇 |
2000年 | 2篇 |
1999年 | 2篇 |
1998年 | 1篇 |
1997年 | 3篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1992年 | 3篇 |
1991年 | 1篇 |
1990年 | 2篇 |
1987年 | 2篇 |
1986年 | 3篇 |
1985年 | 3篇 |
1984年 | 3篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1981年 | 1篇 |
排序方式: 共有66条查询结果,搜索用时 31 毫秒
1.
Because the characteristics of children vary greatly from age to age, the knowledge and techniques that their caregivers need to have likewise vary a great deal. Similarly, the pleasures and the stresses of caring for different age groups also vary. Not surprisingly, most caregivers have preferences in terms of the age of children they prefer to work with.Gerri Ginsburg and Marcy Whitebook are Directors of the Child Care Employee Project, a national clearinghouse for information on child care staff working conditions. Derk Richardson teaches at the University of California Child Care Center in Berkeley. 相似文献
2.
The test scores of 153 referred students who received inconsistent placements according to California's discrepancy criterion, which does not take regression into account (standard score distribution procedure), were reanalyzed using a procedure that accounts for regression. Students involved in these MDT discretionary decisions were placed into one of three groups: ineligible (originally met discrepancy criterion, but not placed), resource class (originally did not meet discrepancy criterion, but placed in a less restrictive pull-out program), and special day class (originally did not meet discrepancy criterion, but placed in a more restrictive, essentially full-time special education class). All of these placements were inconsistent with the nonregressed ability-achievement discrepancy criterion the MDTs used at the time of the IEP meeting. To evaluate how many of these students could be considered to be underachieving when regression is considered, regressed discrepancy scores were computed using the students' scores on the WISC-R and one or more of the following achievement tests: WRAT, PIAT, and W-J. Regression “accounted” for a significant proportion of the inconsistent placements in all three groups: ineligible (25.0%), resource class (31.5%), and special day class (46.9%). Implications for professional practice and public policy are discussed. 相似文献
3.
4.
Marcy Zipke 《Education and Information Technologies》2017,22(4):1695-1712
Two experiments explored the effects of reading digital storybooks on tablet computers with 25 preschoolers, aged 4–5. In the first experiment, the students’ word recognition scores were found to increase significantly more when students explored a digital storybook and employed the read-aloud function than when they were read to from a comparable print book. Their comprehension scores did not change significantly in the two conditions. In Experiment 2, the same students explored digital storybooks with more animation embedded in them. The students listened to the read aloud function on the tablet computer and explored digital storybooks in both conditions, but in one condition a teacher guided the talk about the story. Contrary to expectations, the students’ word recognition and story comprehension scores were higher in the independent condition than in the guided condition. One explanation for the higher word recognition scores when students were reading with the tablet computer is the effect of multimedia, like hotspots and/or text tracking. Although digital storybooks are not a substitute for adult interaction, these preschoolers learned surprisingly well on their own. The importance of digital storybook design, as well as what elements to look for in an e-book to encourage literacy learning are discussed. 相似文献
5.
6.
7.
8.
Marcy Whitebook 《Early Childhood Education Journal》1984,11(4):16-19
Many early childhood practitioners herald employer supported child care as the remedy for the low pay, lack of benefits, and limited career mobility that plague the field. Clearly, people working with young children require a fast-acting cure for their ills: they are among the lowest paid workers in the country.Marcy Whitebook is coordinator of the Child Care Employee Project in Berkeley, CA. 相似文献
9.
Robert A. Reiser Marcy P. Driscoll Dale S. Farland Adriana Vergara Martin C. Tessmer 《Educational technology research and development : ETR & D》1986,34(1):31-38
The purpose of this study was to determine the effects of various mastery criteria on student performance and attitude in
a course in which mastery learning strategies were employed.
Undergraduates in an introductory course in educational psychology were randomly assigned to one of three treatments—one in
which mastery criteria gradually increased from 70% to 90%, a second in which mastery criteria gradually decreased from 90%
to 70%, or a third in which mastery criteria remained constant at 80%. Results indicated that although the high mastery criterion
(90%) had a positive effect on some aspects of quiz performance, it did not have an effect on final examination performance.
Results also indicated that students preferred that mastery criteria remain constant during a semester. These findings, when
examined in light of previous research, call into question some prior notions regarding the levels at which mastery criteria
should be set. 相似文献
10.